LENGTH: STUDENT LEARNING OBJECTIVES · 2019-10-29 · • Cue up Balancevideo, Buried Alive: ......

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GRADES 3 – 5 LENGTH: 25 minutes STUDENT LEARNING OBJECTIVES: Students will be able to … Debate the pros and cons of digital life. Propose alternative solutions to help deal with digital dilemmas. Share perspectives to extend learning with their peers. Model positive, safe, legal, and ethical behavior during online social interactions. CASEL Competencies: Responsible Decision Making: The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others. Self-Management: The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations – effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals. ISTE Standards for Students: Digital Citizen: Students will be able to recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they will act and model in ways that are safe, legal, and ethical. 01

Transcript of LENGTH: STUDENT LEARNING OBJECTIVES · 2019-10-29 · • Cue up Balancevideo, Buried Alive: ......

Page 1: LENGTH: STUDENT LEARNING OBJECTIVES · 2019-10-29 · • Cue up Balancevideo, Buried Alive: ... Ask students whether they think you have a good online/offline balance in your daily

GRADES 3 – 5

LENGTH: 25 minutes

STUDENT LEARNING OBJECTIVES:

Students will be able to …

Debate the pros and cons of digital life.

Propose alternative

solutions to help deal with digital

dilemmas.

Share perspectives to extend learning with their peers.

Model positive, safe, legal, and ethical

behavior during online social interactions.

CASEL Competencies:

Responsible Decision Making: The ability to make constructive choicesabout personal behavior and social interactions based on ethicalstandards, safety concerns, and social norms. The realistic evaluation ofconsequences of various actions, and a consideration of the well-being ofoneself and others.

Self-Management: The ability to successfully regulate one’s emotions,thoughts, and behaviors in different situations – effectively managingstress, controlling impulses, and motivating oneself. The ability to set andwork toward personal and academic goals.

ISTE Standards for Students:

Digital Citizen: Students will be able to recognize the rights,responsibilities, and opportunities of living, learning, and working in aninterconnected digital world, and they will act and model in ways thatare safe, legal, and ethical.

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You can illustrate the below activity using Healthy Children’s online Media Time Calculator.

MATERIALS & PREP:

• Cue up Balance video, Buried Alive: www.adventure2learning.com/digital-life • Print/cut 1 set of the Brain & Body Activity Cards per student/pair/class• Print/cut copies of the Brain & Body Activity Cards to send home (optional)

Online - that which takes place via the internet or via screens

Offline - that which takes place not via the internet or screens

Media - means of mass communication, like information from newspapers,

television, or the internet

Balance - an even distribution; the “right” amount -- not too much or too little

Screen time - the time spent using a device such as a television, computer, game

console, or smartphone

Peer Pressure - influence from one’s peer group

INTRODUCTION(2 minutes)

Social media and digital devices can cause many distractions when we are tryingto complete homework or study for a test, or even trying to get an adequatenight’s sleep -- without being constantly interrupted by the pinging noisescoming from our digital devices. Plus, it is easy to get caught in a digital-worldvortex and not spend meaningful time doing offline activities. When we do notmake purposeful and constructive choices when it comes to digital media use, ouroverall well-being and health can be affected. It is our ethical responsibility tomodel effective digital citizenship skills when we prioritize our personal andprofessional work habits.

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1. Prepare by drawing a pie chart on a blackboard/whiteboard by dividing a circleinto 24 equal sections to represent the 24 hours in a day. Using your activitiesfrom yesterday, section off the time you spent on each (for instance, twosections = 2 hours on meals). Try to be honest about how much combined timeinvolved media/screens (TV, texting, video chat, gaming, social media,computer work, etc.). Do not label the sections yet.

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2. Begin by asking students to brainstorm a list of the activities that they did yesterday (e.g., eat meals, go to school, have soccer practice, do homework, watch TV, sleep, etc.).

3. Turn back to your pie chart and label the sections with your activities (good opportunity to tie in some fraction learning objectives!).

4. Ask students whether they think you have a good online/offline balance in your daily life. Do they think you have a balanced digital life?

OPENING ACTIVITY(8 minutes)

1. Load the Balance video, Buried Alive: www.adventure2learning.com/digital-lifefrom the website ahead of time. In this video, the main character is faced withmaking a difficult decision between homework and chatting with friends online.

2. Let students know: First, you will watch a video about a character who is havinga difficult time finding healthy media balance when using a digital device.Afterwards, we will discuss the video and how it applies to our everyday lives.

3. After the video, guide a group conversation:

❑ How do you think the main character was feeling in this video? Why do you think the main character felt this way?

❑ What could she have done differently to have a better sense of balance when using her phone?

❑ Can you relate to this situation? Have you ever come across a time when you were distracted by a digital device or you felt pressure to respond immediately?

❑ What other strategies could you use to help you model appropriate balance when using a digital device?

❑ Is there a trusted adult you could turn to in a situation like this one to discuss strategies or techniques to help find balance?

GROUP ACTIVITY(10 minutes)

The following Brain & Body Activity Cards are designed to be used by individualsor pairs in a rotation station model; alternatively, you could propose one card’sactivity to the whole class. Each of the 10 cards encourages learners to dive deeperby working through the digital dilemma in a new way -- one that might be helpfulwhen and if they ever cope with these situations in the real world. These Brain &Body Activity Cards prompt students’ voice and choice in how they want torespond to the video:

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As a facilitator, rotate between the students to observe how they are solving these digital dilemmas.

Drawing: Create a 3- to 5-scene comic strip or storyboard of the video. How could you change a scene or create an alternate ending?

Writing: Develop a new script for others to act out. Will you write a happy or sad ending?

Making: Create a fortune-teller (Google “cootie catcher” for printable templates if needed) that spells out alternative ways to deal with the situation. What other solutions are there?

Sharing: Sketchnote a rebus emoticon story based on the video. How would you represent the emotions of the characters in the video?

Reflecting: Write a letter or postcard to your best friend explaining what you saw happening in the video. How did it make you feel?

Speaking: Create a paper or aluminum foil hat that represents one of the characters in the video. If you were wearing it, how would you describe what happened to you, the character?

Designing: Design a digital citizenship badge related to this video’s theme. What are some ways that someone could earn this badge?

Producing: Record a 30-second PSA (public service announcement) related to the video. What is your key message for others?

Prototyping: Using basic materials to represent your idea, create a product that could help the main character in this video. How does your product work?

Blank Prompt: Create your own activity based on a unique idea that you have around this video’s theme. What would be the activity prompt that you could share with others?

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ACTIVITY WRAP-UP(5 minutes)

1. Conclude by asking your students to share out about their activity choice.

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2. Ask them to reflect on what they created and to describe the thinking behindtheir work:

❑ Which activity card did you choose and why?❑ Will you share what you created?❑ What are you most proud about?❑ What did you learn during this activity?❑ What was challenging?❑ Any “a-ha” moments for you?

FAMILY ACTIVITIES(Optional)

Simply send home the Brain & Body Activity Cards with students, so that familiescan watch the video and engage in an activity together. Kids will have theopportunity to facilitate and “reteach” the objectives to their family members.Note that a QR code reader can be used to easily access the video again (any freeversion from an app store will do). Each card also outlines takeaway tips.

Digital Life is made possible in partnership by

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You may want to recommend that your families create a personalized media plan using Healthy Children’s online tool.

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